Educationists are of the opinion that urban schools face very unique challenges that are not experienced by institutions in rural areas. Even without comparing the two demographical settings, there are unique urban education issues that need specific attention. The debate is not beginning today since discussions have been on for years. Here are some of the concerns that require solutions.
Space remains one of the main challenges when focusing on schools in cities and major towns. There is need to create infrastructure that can meet the needs of students. However, this infrastructure is impossible to develop if there is no space. The structures also prove more expensive to build if there is no appropriate space. This limits the ability of a school to perform.
Student population in metropolitan schools is so dynamic to the point of being unpredictable. Policy makers assume that all schools are dealing with the same student dynamics. However, you encounter students who do not have a similar childhood history, language and culture, among other elements. Unfortunately, the school and teachers are expected to treat everyone equally and also produce similar results.
Resource allocation is an issue when dealing with schools and institutions in cities. They need more money to perform at the same level as schools in rural areas. For instance, construction may be more expensive especially when you have to buy land at an expensive price. It means that educating a student in cities is more expensive. If necessary resources are not allocated, there will be challenges with delivering on expected mandate.
Parents in cities and towns are more hands-on when dealing with the education of their children compared to rural areas. This makes it easier for teachers to deal with such students. The teacher is also put under pressure to perform because the eyes of the parents are always trained on him or her. The possibility of conflict is also rife as parents and teachers engage on management of children.
The welfare of metropolitan teachers requires deeper scrutiny. This scrutiny should focus on providing them with an equal quality of life as those in rural areas. The cost of living in cities and major towns is usually higher. This is why lobbyists insist on higher remuneration compared to those in rural areas. It enables these teachers to focus on their professional responsibility and not consider rural setting as better.
Diverse background of students and the entire school community is also worth considering. Students come from different nationalities and community backgrounds. Teachers and parents also come from similar diverse backgrounds that affect learning. This turns the school into a rich ecosystem that will produce the best students. It is different when dealing with rural institutions where the catchment is restricted.
Attention provided to schools in cities and big towns is not necessarily to favor them. It seeks to address concerns that are unique and likely to affect performance. Unless these issues are addressed, there is possibility of poor performance that is likely to be blamed on teachers yet the root cause has not been addressed.
Space remains one of the main challenges when focusing on schools in cities and major towns. There is need to create infrastructure that can meet the needs of students. However, this infrastructure is impossible to develop if there is no space. The structures also prove more expensive to build if there is no appropriate space. This limits the ability of a school to perform.
Student population in metropolitan schools is so dynamic to the point of being unpredictable. Policy makers assume that all schools are dealing with the same student dynamics. However, you encounter students who do not have a similar childhood history, language and culture, among other elements. Unfortunately, the school and teachers are expected to treat everyone equally and also produce similar results.
Resource allocation is an issue when dealing with schools and institutions in cities. They need more money to perform at the same level as schools in rural areas. For instance, construction may be more expensive especially when you have to buy land at an expensive price. It means that educating a student in cities is more expensive. If necessary resources are not allocated, there will be challenges with delivering on expected mandate.
Parents in cities and towns are more hands-on when dealing with the education of their children compared to rural areas. This makes it easier for teachers to deal with such students. The teacher is also put under pressure to perform because the eyes of the parents are always trained on him or her. The possibility of conflict is also rife as parents and teachers engage on management of children.
The welfare of metropolitan teachers requires deeper scrutiny. This scrutiny should focus on providing them with an equal quality of life as those in rural areas. The cost of living in cities and major towns is usually higher. This is why lobbyists insist on higher remuneration compared to those in rural areas. It enables these teachers to focus on their professional responsibility and not consider rural setting as better.
Diverse background of students and the entire school community is also worth considering. Students come from different nationalities and community backgrounds. Teachers and parents also come from similar diverse backgrounds that affect learning. This turns the school into a rich ecosystem that will produce the best students. It is different when dealing with rural institutions where the catchment is restricted.
Attention provided to schools in cities and big towns is not necessarily to favor them. It seeks to address concerns that are unique and likely to affect performance. Unless these issues are addressed, there is possibility of poor performance that is likely to be blamed on teachers yet the root cause has not been addressed.
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